Atkin, J.M., Black, P., Coffey, J. (2008). Inquiry and the national science education standards. Making the case for inquiry (pp.115-128) Washington, D.C., National Academy Press
Blanchette, M.L. & Pearson, R.G. (2013). Dynamics of habitats and macroinvertebrate assemblages in rivers of the Australian dry tropics. Freshwater Biology, 58, 742–757.
Briggs, A. ,Hagin, W. C., Holliday, W.G., Kapicka, C. L., Lundgren, L. , MacKenzie, A.H. , Rogers, W.D., Sewer, M.B. & Zike, D. (2008). Principles of Ecology: Cycling of Matter. Georgia Science : Biology-National Geographic (pp.45-46). Columbus, OH: Glencoe McGraw-Hill Companies, Inc.
Clary, R., Wandersee, J., & Tucker, D. (2014). Just do it!. Science Scope, 38(1), 34-39.
Dawkins, K. R., Dickerson, D. L., McKinney, S. E., & Butler, S. (2008). Teaching Density to Middle School Students: Preservice Science Teachers' Content Knowledge and Pedagogical Practices. Clearing House, 82(1), 21-26.
English, N.J., Kusalik,P.G. , & Tse, J.S.( 2013, August 28). Density equalisation in supercooled high- and low-density water mixtures. The Journal of Chemical Physics,139.
Gaudelli, W. & Taylor, A. (2011). Modding the global classroom? Serious video games and teacher reflection. Contemporary Issues in Technology and Teacher Education, 11(1), 70-91. AACE.
Improving indicators of the quality of science and mathematics education in grades K-12 [electronic resource] / Richard J. Murnane and Senta A. Raizen, editors ; Committee on Indicators of Precollege Science and Mathematics Education, Commission on Behavioral and Social Sciences and Education, National Research Council. - Washington, D.C. : National Academy Press, 1988.
Kazempour, M. (2014). I Can't Teach Science! A Case Study of an Elementary Pre-Service Teacher's Intersection of Science Experiences, Beliefs, Attitude, and Self-Efficacy. International Journal Of Environmental And Science Education, 9(1), 77-96.
Li-Hsuan, Y. (2014). Cold water, warm ice?. Journal Of College Science Teaching, 43(5), 33-37.
Mäeots, M., & Pedaste, M. (2014). The role of general inquiry knowledge in enhancing students’ transformative inquiry processes in a web-based learning environment. Journal Of Baltic Science Education, 13(1), 19-31.
McClintic-Gilbert, M. S., Henderlong Corpus, J., Wormington, S. V., & Haimovitz, K. (2013). The relationships among middle school students’ motivational orientations, learning strategies, and academic achievement. Middle Grades Research Journal, 8(1), 1-12.
Middleton, J. A. (2013). Introduction/editorial: The problem of motivation in the middle grades. Middle Grades Research Journal, 8(1), xi-xiii.
Olomukoro, J.O. & Rahman, A. (2014). Macroinvertebrate community and pollution tolerance index in Edion and Omodo Rivers in Derived Savannah Wetlands in Southern Nigeria. Jordan Journal of Biological Sciences, 7(1),19 -24.
Pea, C. H. (2012). Inquiry-based instruction: Does school environmental context matter?. Science Educator, 21(1), 37-43.
Savasci Açikalin, F. (2014). Use of Instructional Technologies in Science Classrooms: Teachers' Perspectives. Turkish Online Journal Of Educational Technology - TOJET, 13(2), 197-201.
Shelley, M., Gonwa-Reeves, C., Baenziger, J., Seefeld, A., Hand, B., Therrien, W., & ... Society for Research on Educational Effectiveness, (. (2012). Multilevel Models for Estimating the Effect of Implementing Argumentation-Based Elementary Science Instruction. Society For Research On Educational Effectiveness,
Atkin, J.M., Black, P., Coffey, J. (2008). Inquiry and the national science education standards. Making the case for inquiry (pp.115-128) Washington, D.C., National Academy Press
This chapter focuses on the research behind inquiry-based science teaching. The authors discuss the current research on brain-based learning and demonstrate how inquiry-based learning is compatible to this research. They point out that knowing facts is not evidence of science understanding. Students use what they already know and believe to build new scientific understandings. Students build new knowledge by adding to and rearranging their present understandings. Students must take control of their learning to make learning effective. When students learn with understanding, they are better prepared to apply what they have learned to future situations. Learning environments must be student centered. Learning environments centered on knowledge, assessment, and community best foster learning.
This chapter provides us with some knowledge of brain-based practices to use in our design of our unit. It provides information on making our unit student-centered and knowledge based. It is a tool to allow us to double-check or work and improve our lesson planning strategies. In particular, we are reminded to create some sort of mind map for our unit and to provide a variety of paths for students to access and demonstrate their learning.
Clary, R., Wandersee, J., & Tucker, D. (2014). Just do it!. Science Scope, 38(1), 34-39.
This article about teaching science addressed the need for hands-on science as a means for reaching the requirement of the Next Generation Science Standards (NGSS) Performance Expectations (PE). The article introduces science teachers to some tools they can use to align some already created and validated hands-on assessments to the NGSS performance expectations. The article works with the reader to develop the idea that hands-on classwork demonstrates a different level of conceptual learning than does paper and pencil work. It also works with the reader to build confidence in using a PE as a piece of the lesson plan. The article’s resources provide links to performance tasks developed in states that used this method of assessment before the NGSS came along. Directions provide teachers the tools to use in pairing these performance tasks with the PE and crosscutting concepts appropriate for each grade level.
Our unit of study will have the NGSS listed as a part of our objective. This article provides tools for increasing the value and design of our project as well as teaches us, and all readers, how to reduce the amount of time needed to grade such as assessment. The article reports that teachers say the main factor to hinder their use of PEs are the time it takes for set up, clean up, and grading. We will keep these limiting factors in mind as we design our unit, making this tool more useful to teachers. The article also address the notion that watching a student do science is so much more informative to teachers regarding the student’s knowledge of science. We will make suggestions to teachers as to what to look for in some of the steps.
Li-Hsuan, Y. (2014). Cold water, warm ice?. Journal Of College Science Teaching, 43(5), 33-37.
This article looks at some basic misconceptions that students have in regards to the three stages of water, solid, liquid, and gas. The author walks the reader through a lesson that forces students to stop and look more closely at some of the concepts they have studied in the past, and the conclusions that resulted from their thinking. The author clearly defines the experiment such that other science teachers could follow it in their own classrooms. A whole group discussion provides the students with opportunities to look at what they believe before the experiment takes place. A graphing tool records the temperature changes that take place in the experiment. Once the experiment is completed, further discussion allows students to look again at their beliefs and apply new understandings to one more similar scientific process. Students lastly apply their new understanding to the science of understanding the science of hail and glaciers.
This article is valuable to us in that while we are developing a fifth grade unit of study, we must be careful that we do not misguide our students in this unit, and create those misconceptions mentioned. The misconceptions in the article stem from fifth grade standards. The experiment in the article could be a class demonstration just prior to beginning our unit of study. It would make a good experiment for the class to do themselves, prior to our unit, if the teacher had the digital tools required to create the graph. It is difficult to measure the temperature of the super cooled water without digital thermometers and something to make accurate timed readings.
Mäeots, M., & Pedaste, M. (2014). The role of general inquiry knowledge in enhancing students’ transformative inquiry processes in a web-based learning environment. Journal Of Baltic Science Education, 13(1), 19-31.
This study looked at the use of inquiry as a learning method when teaching with technology. A European online product, Young Researcher, tested learners from ages ten to sixteen on their ability to apply scientific inquiry and experiment design in the online learning environment. Students had to identify as task based on a real world problem. They designed experiments and preformed them. They used common results to analyze the experiment. The researchers evaluated their inquiry processes to determine if the online program developed their process of inquiry such that they could transfer the skill to other scientific applications. They concluded that the online delivery of curriculum was successful in developing this skill and recommended that teachers design their lessons, or use predesigned lessons, that continue to develop the method of inquiry based learning throughout the school year. They warn that teachers weak in inquiry skills themselves make sure to develop these personal skills as soon as possible.
We work to develop the process in inquiry in our students in our project. We make of use of technology to deliver the initial question, the information to build their prior knowledge, and the procedure for developing and organizing their steps of inquiry. Our goal in this project is to create a learning environment where our students have the feeling of being inside to the inquiry. This article provides us with the proper order of developing student inquiry: research question formation, hypothesis formulation, planning the experiment, conducting the experiment, analyzing data, and drawing conclusions. We may use this density simulation to illustrate some molecular properties of water.
McClintic-Gilbert, M. S., Henderlong Corpus, J., Wormington, S. V., & Haimovitz, K. (2013). The relationships among middle school students’ motivational orientations, learning strategies, and academic achievement. Middle Grades Research Journal, 8(1), 1-12.
This study looked at ninety middle school students, half of which were only sixth graders, their motivation to learn, and their learning practices. Intrinsic motivation or learning for the sake of learning was compared to extrinsic motivation or learning as a means to an end using student surveys. Surface strategies model less cognitive engagement, such as rehearsal of facts and rote memorization. Superficial strategies help students complete their work quickly without regard to quality of work or learning. Deep learning strategies included elaboration, summarization, critical thinking, and organization of information. The perceived value of school is a common factor in pre-teen engagement in schoolwork. A concluding remark was that teachers should practice lesson planning such that student directed intrinsic motivation leads to deep learning practices, and reduce or eliminate extrinsic motivational practices requiring rote memorization and rehearsal of facts.
This research supports our use of inquiry to motivate students to better understand the world around them. Our project combines prior knowledge with active involvement in scientific concepts they find in their everyday lives. Our project uses scientific reasoning and experimentation to guide the students’ critical thinking about everyday processes and to address student misconceptions about science. It helps students practice thinking like a scientist and develops skills in predicting and explaining scientific concepts they meet in their future.
Middleton, J. A. (2013). Introduction/editorial: The problem of motivation in the middle grades. Middle Grades Research Journal, 8(1), xi-xiii.
This article introduces a special edition of the research journal. The editor discusses the combined studies of the researchers looking at engagement of motivation of preteens. In his position as editor, he turns to research to find answers for questions posed to him by teachers. He acknowledges the fact that research has provided many solutions and tools for teachers to use in classrooms, yet students today, in America and other countries, continue to show less interest in science, technology, engineering, and math classes. He points out that in classrooms today it is important for teachers to provide some flexibility in interest assessment and multiple avenues for engagement. He finishes with a statement about all the changes that are happening in education right now, new standards, new technologies, new policies, and scheduling and the fact that teachers are still struggling to reach preteens.
This article is helpful to us as designers of this unit in that it reminds us that we need to provide choices to our students as we progress through the project. It also reminds us of the value of doing research, such as we are now, throughout our teaching careers to remain informed and research guided in our practices. This author makes the statement that tasks matter. He reminds us to consider that everything we ask our students to do to be well thought out and serve a purpose. I have heard some worksheets referred to as “shut up sheets”. We will consider every task to make sure it is a valuable use of student time and leading to greater understanding of the learning objective.
Pea, C. H. (2012). Inquiry-based instruction: Does school environmental context matter?. Science Educator, 21(1), 37-43.
This study looks at how school environmental factors influence inquiry based learning in the science classroom. The three categories investigated were design, human, and sociocultural. The study concluded that few school environmental factors influenced science teachers. The greatest human factor was student motivation to learn. The largest sociocultural factor was time to plan and work with other teachers. The school/classroom design factor is no longer a consideration for successful inquiry based learning. The study concluded that when teacher support is available there are no negative environmental factors on the use of inquiry in the classroom.
Our capstone project is the result of three teachers working together to take curriculum designed by a not-for-profit education research and development organization, working to improve STEM learning, and based on work supported by the National Science Foundation, and further incorporate our research on science, educational technology, and inquiry into a unit of study. Our project models teachers working together and I have two distant teachers who want to use it with a teacher in my own district when we have completed our work.
Sources
My favorite source for research is the National Academies Press. I really appreciate that I can download a book instead of buy it. I think their research is very valuable. They have a very large selection of reading materials.
Blanchette, M.L. & Pearson, R.G. (2013). Dynamics of habitats and macroinvertebrate assemblages in rivers of the Australian dry tropics. Freshwater Biology, 58, 742–757.
The purpose of this study was to examine macroinvertebrate assemblage composition from different sites having comparable temporal trajectories independent of initial assemblage composition. The methodology consisted of sampling macroinvertebrates (participants) at 15 sites at five different times during the hydrological regime. Results were as follows: Edge and sandy pool were the two most widely occurring and, with runs, the most temporally persistent habitats. Other habitats were seasonally variable in their occurrence. Riffles were widespread across the catchment immediately after the wet season, but declined during the course of the dry season. Conversely, aquatic macrophytes became more apparent towards the middle and end of the dry season. Furthermore, dryland rivers are highly temporally variable and potentially harsh environments. Seasonal flooding and recession of waterholes provide contrasting physical stresses, with the intervening periods also subject to substantial events such as macrophyte growth, contraction of habitats and changes in biophysical variables. Responses of individual species to these environmental changes are expected to vary and, consequently, so are assemblages.
This resource would be helpful for the science collaborative project using technology affording students across the world the opportunity to collaborate about macroinvertebrates in their perspective areas- United States, Africa, & Australia. They could record findings via blogs, video, podcasts, etc.
Briggs, A. ,Hagin, W. C., Holliday, W.G., Kapicka, C. L., Lundgren, L. , MacKenzie, A.H. , Rogers, W.D., Sewer, M.B. & Zike, D. (2008). Principles of Ecology: Cycling of Matter. Georgia Science : Biology-National Geographic (pp.45-46). Columbus, OH: Glencoe McGraw-Hill Companies, Inc.
This biology textbook provides a description and real-world example of the cycling of matter. It addresses the main idea of this section of the chapter. The main idea is that essential nutrients are cycled through the biogeochemical process. The real-world example that the textbook provides as a reading link for biology students is the recycling of empty soda cans with its materials (glass, aluminum, and paper) that are continuously being reused. Furthermore, it addresses how organisms and natural processes in the environment also cycle nutrients making them available for use by other organisms. Since water is a form of matter (anything that takes up space and has mass providing the nutrients needed for organisms to function), the water cycle is an example of one of the cycles in the biosphere focused on in this chapter. This section also connects water to earth science and how living organisms cannot live without water. It addresses how water is constantly evaporating into the atmosphere from bodies of water, soil, and organisms.
This resource could be helpful with this science collaborative project using technology that focuses on water. The focus would be on its three states of being a liquid, solid, or gas. In addition, the project will involve multiple schools in different counties and hopefully other states and countries. These students can act as hydrologists and study water found in their areas. These areas could be underground, in the atmosphere, and on the surface of the Earth. The various states of water would definitely be seen in these areas such as but not limited to water found in the atmosphere. An example of this form of water would be water vapor and the clouds that are formed from it.
This article focused on freshwater macroinvertebrates found in New York waters. These freshwater streams in New York had substrates that consisted of rocks, gravel, and sand. In addition, the article looked at various groups of macroinvertebrates (aquatic and semi-aquatic) and its organisms. Some of these groups are as follows:
Flatworms
Mussels & Clams
Snails
Worms
Leeches
Scuds
Crayfish
Sowbugs
Mayflies
Dragonflies
Stoneflies
True bugs
Dobsonflies & Alderflies
Water Beetles
Caddisflies
This resource is helpful with the science collaborative project using technology especially for those students that we are trying to reach in different states such as in New York. Students could not only research some if not all of these invertebrate, but they could also study what organisms are collected from these groups of macroinvertebrates. The article addressed how organisms can be collected with a kick net. Students could get more details on these mascroinvertebrates in addition to its organisms.
English, N.J., Kusalik,P.G. , & Tse, J.S.( 2013, August 28).. Density equalisation in supercooled high- and low-density water mixtures. The Journal of Chemical Physics,139.
The purpose of this study was to ascertain via molecular dynamic (MD) simulations and the stability of differently sized HDL (high density level) and LDL (low density level) water regions. The methodology consisted of assessing the stability of initial LDL and HDL regions (participants) and the nature of any density homogenisation process, grid elements containing exactly these regions were defined, and the number of water molecules in each (fixed) grid element tracked regularly. Results were as follows: It is found here that density homogenisation in mixtures of high- and low-density liquid water takes place within the postulated liquid-liquid stability region. The findings of this study are in direct contrast to the “two-liquid” hypothesis. The difference in the interpretation of the results is primarily due to the explicit assumption of mechanical equilibrium between the two liquid phases in previous work, which is shown to be incorrect here. Moreover, earlier MD simulations of super cooled water found no evidence that the local density experienced by water molecules with four hydrogenbonds is less than average and, if anything, the reverse was found.
This resource is helpful for the science collaborative project using technology for students looking at what matter is made of, specifically the focus on water. This study could possibly take place in a school science lab for students to record their findings via a blog, video recordings, or a podcast.
Olomukoro, J.O. & Rahman, A. (2014). Macroinvertebrate community and pollution tolerance index in Edion and Omodo Rivers in Derived Savannah Wetlands in Southern Nigeria. Jordan Journal of Biological Sciences,7(1),19 -24.
The purpose of this study was to present a general account of the benthic macroinvertebrates species (participants) composition and diversity in addition to the water quality and pollution tolerance index. The methodology was to first provide a study area (Agbede wetlands) for the participants. Secondly, the benthic macroinvertebrates species (macrobenthic fauna) were collected by sampling the rivers substratum using an Ekamn grab. Next, there was a determination of pollution tolerance index (PTI). Finally, a statistical analysis was performed using paleontological statistics software (PAST). The result was that all organisms found in the study had been variously reported in Africa and in the tropics at laerge. Furthermore, it was concluded that there is a need for long-term hydrobiological investigation with elaborate emphasis on water quality monitoring and the ecology of macrobenthic fauna. It is so much recommended for the safety and conservative use of our freshwater bodies and the resources.
This resource would be helpful for the science collaborative science project using technology as well as the trying to reach students across the country. Students could also use technology with the statistical analysis portion by creating a spreadsheet of the data and using graphs with Microsoft Excel.
This article focused on macroinvertebrates and habitat. It provided reasons why some macroinvertebrates are more sensitive to pollution than others. In addition, it pointed out specifically why aquatic macroinvertebrates are good indicators of stream quality. The reasons that support this claim are as follows:
They are affected by the physical, chemical, and biological conditions of the stream
They can’t escape pollution and show effects of short-and long term pollution events
They may show the cumulative impacts of pollution
They may show the impacts from habitat lass not detected by traditional water quality assessments
They are a critical part of the stream’s food web
Some are very intolerant of pollution
They are relatively easy to sample and identify
This resource could be helpful for the science collaborative project using technology as students examine the habitat for macroinvertebrates. They can look into the water quality conditions for all kinds of running water that aquatic macroinvertbrates inhabit. The article lists some of these from fast-flowing mountain streams to slow-moving muddy rivers. In addition, some of the water quality conditions are listed as well. Those conditions are as follows: low dissolved oxygen, temperature, nutrients, and pH.
This article focused on the quality of water. Furthermore, it addressed how important water is to life and how it matters to aquatic macroinvertebrates that live in freshwater areas. Aquatic Macroinvertebrates were described by breaking down each definition of the three important terms – “aquatic”, “macro”, and “invertebrates”. With this being said, this article focused specifically on water bugs. This is a macroinvertebrate that does not have a backbone, lives in the water, and is large enough to be seen with the naked eye.
This resource could be helpful with the science collaborative project using technology as we would like to also have students look into macroinvertbrates that live in freshwater areas. It would be interesting to have students study how these macroinvertebrates are indicators of the water quality. This article addressed how there are different types of macroinvertbrates that tolerate different water conditions and levels of pollution. In addition the article addressed how insects such as the dragonfly only spend their immature stages (larva and nymph) in water. Their adult life is spent out of the water. Again, this insight would be very interesting and profound to study.
Improving indicators of the quality of science and mathematics education in grades K-12 [electronic resource] / Richard J. Murnane and Senta A. Raizen, editors ; Committee on Indicators of Precollege Science and Mathematics Education, Commission on Behavioral and Social Sciences and Education, National Research Council. - Washington, D.C. : National Academy Press, 1988.
The above reference book contains a report from a committee that has developed what the indicators are for science and math education in our nation’s schools. They go on to recommendations on what it will take to improve the education of science and math. Also in the book the committee discusses the quantity and quality of teachers. As well as what is effective teaching in math and science.
The methods discussed in the article can be used in the planning of our group project. As educators we will need to research and gain background knowledge of the content covered in the project. The quality of teachers needs to increase. More is not always better.
Annotations of current research
Dawkins, K. R., Dickerson, D. L., McKinney, S. E., & Butler, S. (2008). Teaching Density to Middle School Students: Preservice Science Teachers' Content Knowledge and Pedagogical Practices. Clearing House, 82(1), 21-26.
The above referenced article researches the teaching of the science concept to middle school students. In the article lesson plan examples are given. The article also gives back ground information on density so teachers have a better understanding. A method lesson plan study was done on selected teachers and researchers came up with the conclusion that teachers should as probing questions in their lessons.
The background knowledge given in this article can be used for better understanding and planning for the group project. Using a method lesson plan as used in the article may be good format. Probing questions can be used. The article will help use become more aware on the importance of probing questions when involving student participation and understanding. Using the examples the article will help use develop this type of questioning for our project.
Kazempour, M. (2014). I Can't Teach Science! A Case Study of an Elementary Pre-Service Teacher's Intersection of Science Experiences, Beliefs, Attitude, and Self-Efficacy. International Journal Of Environmental And Science Education, 9(1), 77-96.
Lisa is new Science teacher that has a low self-confidence in the subject of Science. In the case study teachers’ backgrounds in science are studied to how effective they are in teaching the subject. The article goes on to discuss the importance on bringing back science to elementary schools. Early teacher education on the subject of science builds confidence in teachers so they will be more confident in the subject. Science foundation courses need to be a priority so teachers will build their confidence. Finally the article goes on to discuss how personal experiences or presumptions of science affect their teaching. The above referenced article relates to my groups project in many ways. First of all two of the group members aren’t familiar with teaching the subject and feel it is a weakness. I feel this article with help with our confidence in doing the project and we can use the methods of teaching discussed in the article as well as relating with Lisa about the subject. In the long run this will help us develop a stronger project.
Shelley, M., Gonwa-Reeves, C., Baenziger, J., Seefeld, A., Hand, B., Therrien, W., & ... Society for Research on Educational Effectiveness, (. (2012). Multilevel Models for Estimating the Effect of Implementing Argumentation-Based Elementary Science Instruction. Society For Research On Educational Effectiveness,
When teaching science today it is very critical we are teaching student to understand how ideas are developed and processed. The Science Writing Heuristic (SWH) is an approach used to teach students that increases their thinking skills and strengths their writing skills which makes a better outcome. Students will improve their understanding of science. They will asking questions, generating claims and evidence as well comparing their answers with other students.
The Science Writing Heuristic method can be used in my groups project. This approach can be used in all science lesson and help create more inquiry based lessons for students. Students are having to become more critical thinkers and I feel this approach is a move to that. Standardized testing is now being used for testing students this approach of teaching the subject will help with their writing skills that they will have to use on the test.
Gaudelli, W. & Taylor, A. (2011). Modding the global classroom? Serious video games and teacher reflection. Contemporary Issues in Technology and Teacher Education, 11(1), 70-91. AACE. Video games are becoming more and more popular with students. The study looked at how playing video games can also be beneficial in the classroom. Video games can encourage problem solving, building stories, and theorizing. The use of using gaming has been used in Social Studies for years. Implementing video games into other subject area using simulation can impact student learning in those subjects as well. Teachers have been skeptical on using video games in the classroom. However, more and more are beginning to use the learning tool.
Using video games in science will motivate those students that you can’t seem to motivate. Gaming can be used as a learning tool instead of hobby for students. Implementing gaming into the science curriculum may increase thinking skills and problem solving. I believe my group could use gaming in the project to help with giving a foundation or motivating the students that seem disinterested.
Savasci Açikalin, F. (2014). Use of Instructional Technologies in Science Classrooms: Teachers' Perspectives. Turkish Online Journal Of Educational Technology - TOJET, 13(2), 197-201.
How are science teachers using technology in their classroom? When studying sixty-three teachers use of technology forty percent of the technology used was in the form of a power point. On the flip side the second most used technology was textbooks. The second part of the study involved why teachers chose power point most often. Teachers stressed they prefer power point for visuals. They also indicated that they use power point because they can give students a copy of the slides. Black boards (smart boards) were used for solving problems. Finally the use of textbooks was because it was economical.
After reading this article it bothered me that power point was the most used. Power Point in my book is old. There are several technological ways we can present visuals. In the project my group is presenting I want to go outside the box and use something besides power point. Prezi is one example of presentation technology students and teachers can use to present material and project findings.
Pimentel, D., & McNeill, K. L. (2013). Conducting Talk in Secondary Science Classrooms: Investigating Instructional Moves and Teachers' Beliefs. Science Education, 97(3), 367-394.
Whole group instruction is the most used method of instruction in science classroom. Students are usually involved however their conversation is usually limited. Science teachers use this type of instruction most because it assesses student understanding. Studies now indicate that teachers as well as students practice on in in depth conversation. There are two dimensions used in the approach of whole group instruction. One dimension focuses on the level of verbal interaction between teacher and student. The other dimension focuses on the viewpoints that students are allowed to discuss.
If a teacher only accepts scientific explanation from student they are taking an authoritative approach. As a teacher and developing science lessons I do not want to take the authoritative approach with my students. The above referenced article gives examples of how to conduct whole group instruction with that involves every student and student participation. These examples can be used in development or our project.
Blanchette, M.L. & Pearson, R.G. (2013). Dynamics of habitats and macroinvertebrate assemblages in rivers of the Australian dry tropics. Freshwater Biology, 58, 742–757.
Briggs, A. ,Hagin, W. C., Holliday, W.G., Kapicka, C. L., Lundgren, L. , MacKenzie, A.H. , Rogers, W.D., Sewer, M.B. & Zike, D. (2008). Principles of Ecology: Cycling of Matter. Georgia Science : Biology-National Geographic (pp.45-46). Columbus, OH: Glencoe McGraw-Hill Companies, Inc.
Clary, R., Wandersee, J., & Tucker, D. (2014). Just do it!. Science Scope, 38(1), 34-39.
Dawkins, K. R., Dickerson, D. L., McKinney, S. E., & Butler, S. (2008). Teaching Density to Middle School Students: Preservice Science Teachers' Content Knowledge and Pedagogical Practices. Clearing House, 82(1), 21-26.
Department of Environmental Conservation (2014). Freshwater macroinvertebrates of NY. Retrieved from //http://www.dec.ny.gov/animals/35772.html//.
English, N.J., Kusalik,P.G. , & Tse, J.S.( 2013, August 28). Density equalisation in supercooled high- and low-density water mixtures. The Journal of Chemical Physics,139.
Gaudelli, W. & Taylor, A. (2011). Modding the global classroom? Serious video games and teacher reflection. Contemporary Issues in Technology and Teacher Education, 11(1), 70-91. AACE.
Improving indicators of the quality of science and mathematics education in grades K-12 [electronic resource] / Richard J. Murnane and Senta A. Raizen, editors ; Committee on Indicators of Precollege Science and Mathematics Education, Commission on Behavioral and Social Sciences and Education, National Research Council. - Washington, D.C. : National Academy Press, 1988.
Kazempour, M. (2014). I Can't Teach Science! A Case Study of an Elementary Pre-Service Teacher's Intersection of Science Experiences, Beliefs, Attitude, and Self-Efficacy. International Journal Of Environmental And Science Education, 9(1), 77-96.
Li-Hsuan, Y. (2014). Cold water, warm ice?. Journal Of College Science Teaching, 43(5), 33-37.
Mäeots, M., & Pedaste, M. (2014). The role of general inquiry knowledge in enhancing students’ transformative inquiry processes in a web-based learning environment. Journal Of Baltic Science Education, 13(1), 19-31.
McClintic-Gilbert, M. S., Henderlong Corpus, J., Wormington, S. V., & Haimovitz, K. (2013). The relationships among middle school students’ motivational orientations, learning strategies, and academic achievement. Middle Grades Research Journal, 8(1), 1-12.
Middleton, J. A. (2013). Introduction/editorial: The problem of motivation in the middle grades. Middle Grades Research Journal, 8(1), xi-xiii.
Olomukoro, J.O. & Rahman, A. (2014). Macroinvertebrate community and pollution tolerance index in Edion and Omodo Rivers in Derived Savannah Wetlands in Southern Nigeria. Jordan Journal of Biological Sciences, 7(1),19 -24.
Pea, C. H. (2012). Inquiry-based instruction: Does school environmental context matter?. Science Educator, 21(1), 37-43.
Savasci Açikalin, F. (2014). Use of Instructional Technologies in Science Classrooms: Teachers' Perspectives. Turkish Online Journal Of Educational Technology - TOJET, 13(2), 197-201.
Shelley, M., Gonwa-Reeves, C., Baenziger, J., Seefeld, A., Hand, B., Therrien, W., & ... Society for Research on Educational Effectiveness, (. (2012). Multilevel Models for Estimating the Effect of Implementing Argumentation-Based Elementary Science Instruction. Society For Research On Educational Effectiveness,
United States Environmental Protection Agency, (2012, March 6). Macroinvertebrates and habitat. Retrieved from http://water.epa.gov/type/rsl/monitoring/vms40.cfm.
Utah State University Aquatic Macroinvertebrates, Utah Water Quality (2014). Water is life: Quality matters. Retrieved from
//http://extension.usu.edu/waterquality/htm/whats-in-your-water/aquatic_macroinvertebrates//
Annotated References
Atkin, J.M., Black, P., Coffey, J. (2008). Inquiry and the national science education standards. Making the case for inquiry (pp.115-128) Washington, D.C., National Academy Press
Clary, R., Wandersee, J., & Tucker, D. (2014). Just do it!. Science Scope, 38(1), 34-39.
Li-Hsuan, Y. (2014). Cold water, warm ice?. Journal Of College Science Teaching, 43(5), 33-37.
Mäeots, M., & Pedaste, M. (2014). The role of general inquiry knowledge in enhancing students’ transformative inquiry processes in a web-based learning environment. Journal Of Baltic Science Education, 13(1), 19-31.
McClintic-Gilbert, M. S., Henderlong Corpus, J., Wormington, S. V., & Haimovitz, K. (2013). The relationships among middle school students’ motivational orientations, learning strategies, and academic achievement. Middle Grades Research Journal, 8(1), 1-12.
Middleton, J. A. (2013). Introduction/editorial: The problem of motivation in the middle grades. Middle Grades Research Journal, 8(1), xi-xiii.
Pea, C. H. (2012). Inquiry-based instruction: Does school environmental context matter?. Science Educator, 21(1), 37-43.
Sources
My favorite source for research is the National Academies Press. I really appreciate that I can download a book instead of buy it. I think their research is very valuable. They have a very large selection of reading materials.
Blanchette, M.L. & Pearson, R.G. (2013). Dynamics of habitats and macroinvertebrate assemblages in rivers of the Australian dry tropics. Freshwater Biology, 58, 742–757.
The purpose of this study was to examine macroinvertebrate assemblage composition from different sites having comparable temporal trajectories independent of initial assemblage composition. The methodology consisted of sampling macroinvertebrates (participants) at 15 sites at five different times during the hydrological regime. Results were as follows: Edge and sandy pool were the two most widely occurring and, with runs, the most temporally persistent habitats. Other habitats were seasonally variable in their occurrence. Riffles were widespread across the catchment immediately after the wet season, but declined during the course of the dry season. Conversely, aquatic macrophytes became more apparent towards the middle and end of the dry season. Furthermore, dryland rivers are highly temporally variable and potentially harsh environments. Seasonal flooding and recession of waterholes provide contrasting physical stresses, with the intervening periods also subject to substantial events such as macrophyte growth, contraction of habitats and changes in biophysical variables. Responses of individual species to these environmental changes are expected to vary and, consequently, so are assemblages.
This resource would be helpful for the science collaborative project using technology affording students across the world the opportunity to collaborate about macroinvertebrates in their perspective areas- United States, Africa, & Australia. They could record findings via blogs, video, podcasts, etc.
Briggs, A. ,Hagin, W. C., Holliday, W.G., Kapicka, C. L., Lundgren, L. , MacKenzie, A.H. , Rogers, W.D., Sewer, M.B. & Zike, D. (2008). Principles of Ecology: Cycling of Matter. Georgia Science : Biology-National Geographic (pp.45-46). Columbus, OH: Glencoe McGraw-Hill Companies, Inc.
This biology textbook provides a description and real-world example of the cycling of matter. It addresses the main idea of this section of the chapter. The main idea is that essential nutrients are cycled through the biogeochemical process. The real-world example that the textbook provides as a reading link for biology students is the recycling of empty soda cans with its materials (glass, aluminum, and paper) that are continuously being reused. Furthermore, it addresses how organisms and natural processes in the environment also cycle nutrients making them available for use by other organisms. Since water is a form of matter (anything that takes up space and has mass providing the nutrients needed for organisms to function), the water cycle is an example of one of the cycles in the biosphere focused on in this chapter. This section also connects water to earth science and how living organisms cannot live without water. It addresses how water is constantly evaporating into the atmosphere from bodies of water, soil, and organisms.
This resource could be helpful with this science collaborative project using technology that focuses on water. The focus would be on its three states of being a liquid, solid, or gas. In addition, the project will involve multiple schools in different counties and hopefully other states and countries. These students can act as hydrologists and study water found in their areas. These areas could be underground, in the atmosphere, and on the surface of the Earth. The various states of water would definitely be seen in these areas such as but not limited to water found in the atmosphere. An example of this form of water would be water vapor and the clouds that are formed from it.
Department of Environmental Conservation (2014). Freshwater macroinvertebrates of NY. Retrieved from //http://www.dec.ny.gov/animals/35772.html//.
This article focused on freshwater macroinvertebrates found in New York waters. These freshwater streams in New York had substrates that consisted of rocks, gravel, and sand. In addition, the article looked at various groups of macroinvertebrates (aquatic and semi-aquatic) and its organisms. Some of these groups are as follows:
This resource is helpful with the science collaborative project using technology especially for those students that we are trying to reach in different states such as in New York. Students could not only research some if not all of these invertebrate, but they could also study what organisms are collected from these groups of macroinvertebrates. The article addressed how organisms can be collected with a kick net. Students could get more details on these mascroinvertebrates in addition to its organisms.
English, N.J., Kusalik,P.G. , & Tse, J.S.( 2013, August 28).. Density equalisation in supercooled high- and low-density water mixtures. The Journal of Chemical Physics,139.
The purpose of this study was to ascertain via molecular dynamic (MD) simulations and the stability of differently sized HDL (high density level) and LDL (low density level) water regions. The methodology consisted of assessing the stability of initial LDL and HDL regions (participants) and the nature of any density homogenisation process, grid elements containing exactly these regions were defined, and the number of water molecules in each (fixed) grid element tracked regularly. Results were as follows: It is found here that density homogenisation in mixtures of high- and low-density liquid water takes place within the postulated liquid-liquid stability region. The findings of this study are in direct contrast to the “two-liquid” hypothesis. The difference in the interpretation of the results is primarily due to the explicit assumption of mechanical equilibrium between the two liquid phases in previous work, which is shown to be incorrect here. Moreover, earlier MD simulations of super cooled water found no evidence that the local density experienced by water molecules with four hydrogenbonds is less than average and, if anything, the reverse was found.
This resource is helpful for the science collaborative project using technology for students looking at what matter is made of, specifically the focus on water. This study could possibly take place in a school science lab for students to record their findings via a blog, video recordings, or a podcast.
Olomukoro, J.O. & Rahman, A. (2014). Macroinvertebrate community and pollution tolerance index in Edion and Omodo Rivers in Derived Savannah Wetlands in Southern Nigeria. Jordan Journal of Biological Sciences, 7(1),19 -24.
The purpose of this study was to present a general account of the benthic macroinvertebrates species (participants) composition and diversity in addition to the water quality and pollution tolerance index. The methodology was to first provide a study area (Agbede wetlands) for the participants. Secondly, the benthic macroinvertebrates species (macrobenthic fauna) were collected by sampling the rivers substratum using an Ekamn grab. Next, there was a determination of pollution tolerance index (PTI). Finally, a statistical analysis was performed using paleontological statistics software (PAST). The result was that all organisms found in the study had been variously reported in Africa and in the tropics at laerge. Furthermore, it was concluded that there is a need for long-term hydrobiological investigation with elaborate emphasis on water quality monitoring and the ecology of macrobenthic fauna. It is so much recommended for the safety and conservative use of our freshwater bodies and the resources.
This resource would be helpful for the science collaborative science project using technology as well as the trying to reach students across the country. Students could also use technology with the statistical analysis portion by creating a spreadsheet of the data and using graphs with Microsoft Excel.
United States Environmental Protection Agency, (2012, March 6). Macroinvertebrates and habitat. Retrieved from http://water.epa.gov/type/rsl/monitoring/vms40.cfm.
This article focused on macroinvertebrates and habitat. It provided reasons why some macroinvertebrates are more sensitive to pollution than others. In addition, it pointed out specifically why aquatic macroinvertebrates are good indicators of stream quality. The reasons that support this claim are as follows:
This resource could be helpful for the science collaborative project using technology as students examine the habitat for macroinvertebrates. They can look into the water quality conditions for all kinds of running water that aquatic macroinvertbrates inhabit. The article lists some of these from fast-flowing mountain streams to slow-moving muddy rivers. In addition, some of the water quality conditions are listed as well. Those conditions are as follows: low dissolved oxygen, temperature, nutrients, and pH.
Utah State University Aquatic Macroinvertebrates, Utah Water Quality (2014). Water is life: Quality matters. Retrieved from
//http://extension.usu.edu/waterquality/htm/whats-in-your-water/aquatic_macroinvertebrates//
This article focused on the quality of water. Furthermore, it addressed how important water is to life and how it matters to aquatic macroinvertebrates that live in freshwater areas. Aquatic Macroinvertebrates were described by breaking down each definition of the three important terms – “aquatic”, “macro”, and “invertebrates”. With this being said, this article focused specifically on water bugs. This is a macroinvertebrate that does not have a backbone, lives in the water, and is large enough to be seen with the naked eye.
This resource could be helpful with the science collaborative project using technology as we would like to also have students look into macroinvertbrates that live in freshwater areas. It would be interesting to have students study how these macroinvertebrates are indicators of the water quality. This article addressed how there are different types of macroinvertbrates that tolerate different water conditions and levels of pollution. In addition the article addressed how insects such as the dragonfly only spend their immature stages (larva and nymph) in water. Their adult life is spent out of the water. Again, this insight would be very interesting and profound to study.
Sources
My best sources of information for educational technology for the use of our science collaborative capstone project came from my school district’s digital library. It is called the Cobb Digital Library powered by MackinVIA ©2014. This source allows a user to view all titles, groups, and categories. In addition, it affords users the opportunity to refine your search and search for a resource type such as ebooks, online databases, and audiobooks. Also, a user is able to perform an advanced search using the following:
Improving indicators of the quality of science and mathematics education in grades K-12 [electronic resource] / Richard J. Murnane and Senta A. Raizen, editors ; Committee on Indicators of Precollege Science and Mathematics Education, Commission on Behavioral and Social Sciences and Education, National Research Council. - Washington, D.C. : National Academy Press, 1988.
The above reference book contains a report from a committee that has developed what the indicators are for science and math education in our nation’s schools. They go on to recommendations on what it will take to improve the education of science and math. Also in the book the committee discusses the quantity and quality of teachers. As well as what is effective teaching in math and science.
The methods discussed in the article can be used in the planning of our group project. As educators we will need to research and gain background knowledge of the content covered in the project. The quality of teachers needs to increase. More is not always better.
Annotations of current research
Dawkins, K. R., Dickerson, D. L., McKinney, S. E., & Butler, S. (2008). Teaching Density to Middle School Students: Preservice Science Teachers' Content Knowledge and Pedagogical Practices. Clearing House, 82(1), 21-26.
The above referenced article researches the teaching of the science concept to middle school students. In the article lesson plan examples are given. The article also gives back ground information on density so teachers have a better understanding. A method lesson plan study was done on selected teachers and researchers came up with the conclusion that teachers should as probing questions in their lessons.
The background knowledge given in this article can be used for better understanding and planning for the group project. Using a method lesson plan as used in the article may be good format. Probing questions can be used. The article will help use become more aware on the importance of probing questions when involving student participation and understanding. Using the examples the article will help use develop this type of questioning for our project.
Kazempour, M. (2014). I Can't Teach Science! A Case Study of an Elementary Pre-Service Teacher's Intersection of Science Experiences, Beliefs, Attitude, and Self-Efficacy. International Journal Of Environmental And Science Education, 9(1), 77-96.
Lisa is new Science teacher that has a low self-confidence in the subject of Science. In the case study teachers’ backgrounds in science are studied to how effective they are in teaching the subject. The article goes on to discuss the importance on bringing back science to elementary schools. Early teacher education on the subject of science builds confidence in teachers so they will be more confident in the subject. Science foundation courses need to be a priority so teachers will build their confidence. Finally the article goes on to discuss how personal experiences or presumptions of science affect their teaching.
The above referenced article relates to my groups project in many ways. First of all two of the group members aren’t familiar with teaching the subject and feel it is a weakness. I feel this article with help with our confidence in doing the project and we can use the methods of teaching discussed in the article as well as relating with Lisa about the subject. In the long run this will help us develop a stronger project.
Shelley, M., Gonwa-Reeves, C., Baenziger, J., Seefeld, A., Hand, B., Therrien, W., & ... Society for Research on Educational Effectiveness, (. (2012). Multilevel Models for Estimating the Effect of Implementing Argumentation-Based Elementary Science Instruction. Society For Research On Educational Effectiveness,
When teaching science today it is very critical we are teaching student to understand how ideas are developed and processed. The Science Writing Heuristic (SWH) is an approach used to teach students that increases their thinking skills and strengths their writing skills which makes a better outcome. Students will improve their understanding of science. They will asking questions, generating claims and evidence as well comparing their answers with other students.
The Science Writing Heuristic method can be used in my groups project. This approach can be used in all science lesson and help create more inquiry based lessons for students. Students are having to become more critical thinkers and I feel this approach is a move to that. Standardized testing is now being used for testing students this approach of teaching the subject will help with their writing skills that they will have to use on the test.
Gaudelli, W. & Taylor, A. (2011). Modding the global classroom? Serious video games and teacher reflection. Contemporary Issues in Technology and Teacher Education, 11(1), 70-91. AACE.
Video games are becoming more and more popular with students. The study looked at how playing video games can also be beneficial in the classroom. Video games can encourage problem solving, building stories, and theorizing. The use of using gaming has been used in Social Studies for years. Implementing video games into other subject area using simulation can impact student learning in those subjects as well. Teachers have been skeptical on using video games in the classroom. However, more and more are beginning to use the learning tool.
Using video games in science will motivate those students that you can’t seem to motivate. Gaming can be used as a learning tool instead of hobby for students. Implementing gaming into the science curriculum may increase thinking skills and problem solving. I believe my group could use gaming in the project to help with giving a foundation or motivating the students that seem disinterested.
Savasci Açikalin, F. (2014). Use of Instructional Technologies in Science Classrooms: Teachers' Perspectives. Turkish Online Journal Of Educational Technology - TOJET, 13(2), 197-201.
How are science teachers using technology in their classroom? When studying sixty-three teachers use of technology forty percent of the technology used was in the form of a power point. On the flip side the second most used technology was textbooks. The second part of the study involved why teachers chose power point most often. Teachers stressed they prefer power point for visuals. They also indicated that they use power point because they can give students a copy of the slides. Black boards (smart boards) were used for solving problems. Finally the use of textbooks was because it was economical.
After reading this article it bothered me that power point was the most used. Power Point in my book is old. There are several technological ways we can present visuals. In the project my group is presenting I want to go outside the box and use something besides power point. Prezi is one example of presentation technology students and teachers can use to present material and project findings.
Pimentel, D., & McNeill, K. L. (2013). Conducting Talk in Secondary Science Classrooms: Investigating Instructional Moves and Teachers' Beliefs. Science Education, 97(3), 367-394.
Whole group instruction is the most used method of instruction in science classroom. Students are usually involved however their conversation is usually limited. Science teachers use this type of instruction most because it assesses student understanding. Studies now indicate that teachers as well as students practice on in in depth conversation. There are two dimensions used in the approach of whole group instruction. One dimension focuses on the level of verbal interaction between teacher and student. The other dimension focuses on the viewpoints that students are allowed to discuss.
If a teacher only accepts scientific explanation from student they are taking an authoritative approach. As a teacher and developing science lessons I do not want to take the authoritative approach with my students. The above referenced article gives examples of how to conduct whole group instruction with that involves every student and student participation. These examples can be used in development or our project.